Reply

[James Powell <powell@NS.NET>]

To Maria Reyes,

I think you may be caught up in the old party line. Any test that yields
a numerical score that is published in the newspaper, that is easily
used to compare teachers, schools, districts, appears easy to
understand, and seems to require no particular effort such as reading
reports, visiting schools, demanding comprehensive information. etc.  is
not a part of a comprehensive assessment system, it is the assessment
system as far as the general public is concerned.  I vaguely remember
something from economics courses. I think it was called Gresham's law
which states that bad money drives out good. The public is demanding
higher test scores not demanding that we help students learn to
appreciate  subject matter, become life long learners, become more
creative, etc..  If you could reduce these kinds of elusive, but "good
money"  learning outcomes to  numerical scores that could be used
compare students, schools districts, track students, etc.  I think they
might drive out standardized test scores instead of the other way
around.  What we pay attention to, recognize,  tends to become the focus
of the enterprise.  We pay attention to raising test scores.  Who is
paying attention to the other parts of your "comprehensive assessment?"
I have no idea where Maria works, or what she does, but the following
quotation from Upton Sinclair might have relevance:  "It is difficult to
get a man (woman) to understand something when his salary depends on his
not understanding it"

For anyone who has not read it, I highly recommend the article at
<http://www.usnews.com/usnews/news/scandal.htm>

James Powell
powell@ns.net

> In relation to "if standardized tests are an answer, what are the
> questions", I would disagree with the premise. Standardized tests (or
> criterion referenced or matrix sample tests  for that matter) alone
> should not answer any questions. They are part of a more comprehensive
>
> assessment system.
> >>> James Powell <powell@NS.NET> 10/15 2:05 PM >>>
> I think we are in substantial agreement.  You don't seem to be afraid
> of
> coloring outside the lines.
>
> Jim Powell
> powell@ns.net
>
> Joan Jaeckel wrote:
>
> > -----Original Message-----
> > From: James Powell <powell@NS.NET>
> > To: ARN-L@listsrva.cua.edu <ARN-L@listsrva.cua.edu>
> > Date: Wednesday, October 14, 1998 5:55 PM
> > Subject: Re: We're Not on the Same page Afterall...
> >
> > > if standardized tests are an answer, what are the questions>
> >
> > 1.  How can we maintain a safe, uniform level of ignorance in the
> population
> > while appearing to demand excellence?
> > 2.  How can we use fear to control the masses?
> > 3.  How can we stay attached to our comfortable and convenient ways?
>
> > 4.  How will we get the parents to pick on their kids instead of
> bothering
> > us?
> > 5.  How will we get teachers to stay inside the lines?
> > 6.  How can we avoid the discomfort and tension of ambiguity and
> paradox?
> > 7.  How can we avoid personal involvement, judgement, and
> responsibility?
> >
> > Good question!    Joan
>
> ------------------------
> -------------------------------------------------
> To unsubscribe from the ARN-L list, send command SIGNOFF ARN-L
> to LISTSERV@LISTS.CUA.EDU.
>
> --------------------------
> -----------------------------------------------
> To unsubscribe from the ARN-L list, send command SIGNOFF ARN-L